Clsrm mgt survival kit edited

CLASSROOM MANAGEMENTOur Survival Kit

MANAGEMENT OF

INSTRUCTION

Refers to the smooth flow of instructional processes

1. Maintain smoothness of instruction:

Avoid jumping without transition from topic to topic.

Avoid jarring breaks with the activity flow.

2. Manage transition from activity to another, from subject or from lesson to recess:

Give clear signals like a bell. Be certain on what to do when

the signal is given. Make transition all at once rather

than one student at a time.

3. Maintain group focus during the lesson:

Ensure that all students in the class stay involve in the lesson even if the teacher calls on only one.

Hold all pupils accountable and responsible for task performance during choral responses.

Utilize group alerting through the questioning strategies like calling on students after a question or in a random order.

4. Maintain a group focus during a seatwork: Monitor the seatwork activities by circulating to see how they are doing. Resist the temptation to work too long with an individual student.

5. Develop withiness Beware of student’s behavior all time. Respond immediately to student

misbehavior. Scan the class frequently and

establish eye contact with individual students

6. Develop overlapping skill:

Attend to interruptions or behavior problem while continuing a lesson.

Keep all students productively busy.

MANAGEMENT OF

TIME

Refers to the organization and use of allocated time in the classroom Make good use of all classroom time.

Start teaching at the beginning of the period and on time.

Establish routine procedures. Minimize time spent on

discipline. Maintain momentums by

making sure that the class have something to and once started are not interrupted.

Maintain a crisp, on time start on a lesson • Teaching lessons that are so interesting, engaging, and relevant to student’s interest.• Maintain momentum through avoidance of interruptions or slowdown like phone calls, knocks on the door and other disturbance.

MANAGEMENTOF

RELATIONSHIP

Refers to the emotional climate and communications

1. Maintain positive climate characteristics.

Encourage class members to participate in goal setting.

Freedoms are expressed within explicitly started and consistently enforced limits.

Student’s progress, as much as possible, according to individual interest and abilities

Group cohesiveness and cooperation are stressed over competition.

Democratic procedures are used to maintain order and secure compliance to reasonable limits.

Respect students being a human than valuing them for what they can do.

Perceive feeing rather than controlling as your purpose in teaching .

Tend to be more concerned with larger than smaller issue.

Be self-revealing than self concealing

2. Develop relationship qualities that enhance wholesome emotional climate.

Teacher and students can be direct and honest with one another.

All members of the group feel other members value them.

There is a sense of interdependence, common bonds, and defined group expectations.

• Each person is encouraged to make the most of unique talents and interest.• No individual’s needs are met without regard for the needs of the others.• Tend to be personally involved rather than alienated.

3. Develop communication characteristics that promote

wholesome classroom relationship. Conversations are positive,

constructive, and aimed at understanding on another’s point of view.

Blame-free messages, I-messages, are used to convey a teacher’s emotional reactions to a student’s objectionable behavior.

Corrective measures are not accompanied by sarcasm and ridicule.

• Disciplinary actions are aimed at the situation not at the personality or character of the student.• Communication safeguard self- esteem, conveys respect, and encourages students to take charge of their lives.• Appreciation is expressed and descriptive rather than evaluative praise.

• Diagnostic and prognostic statement that classify and categorize students are avoided.• Economical messages, verbal and non- verbal, used to deal with minor incidents.

4. Render different forms of assistance

Why questions, which evoke defensiveness and deceit, are avoided.

The temptation to reassure students or offer them solutions to their problem is resisted.

Problem-solving methods are used to place power in the hands of the students and increase their self- efficacy.

Reflective listening is substituted for giving advice so student can formulate solutions to their problems.

• Class meetings are used to provide students an opportunity to examine the ideas and feelings that influence value judgments and decisions as well as the ways chosen to fulfill them.• Building confidence and fostering involvement are viewed as primary and enabling objectives.• Lesson content and activities help students’ link school and life outside of school

1. Start the year right. Develop a clear, specific plan for introducing

the student to classroom rules and regulations. Work with the whole class initially. Spend much of the first days of schooling introducing procedures and discussing class rules. Practice specific procedures such a lining up quickly and quietly, responding to signals. Use simple, enjoyable tasks, well prepared

clearly presented and valid materials. Respond immediately to stop misbehavior.

Refers to preventing behavior from occurring to respond to behaviors problems to educe their occurrence in the future

MANAGEMENT OF

DISCIPLINE

2. Set class rules.• Should be few in number.• Should make sense and be seen as fair by students.• Should be clearly explained and deliberately taught.• Should set by the students themselves.

3. Create an atmosphere.

Students respect each other. Teacher respects students.

4. Apply the principle of least intervention for routine classroom behavior problem.

Prevention through varied interesting lessons.

Keeping students busy on meaningful tasks.

Use simple nonverbal cues like eye contact.

Praise other students for behaving.

5. Manage serious behavior problems through applied behavior analysis.

Identify target behavior and reinforcers. Establish what constitutes the behavior.

Verbal reminders bring a student into line. Repeated reminder or broken record

strategy. Apply consequences that are mildly

unpleasant in duration and applied immediately

• Select reinforces and criteria for reinforcement.• Select punishers and criteria for punishment.• Reduce the frequency of reinforcement• Apply behavior analysis program such as home-based reinforcement and daily report card programs

6. Prevent serious behavior problem.

Remove the causes misbehavior. (e.g.) delinquent peer group.

Enforce rules and practices. Enforce school attendance. Avoid tracking (between class ability

group), as low track classes are ideal breeding grounds for anti-social delinquent peer groups

Practice intervention such as interactive teaching and cooperative learning to

help low achieving group.

Request family involvement.• Use peer mediation to resolve conflicts between fellow students.• Apply suspension and expulsion judiciously.

7. Formally develop the desired behavior. • Prepare a “wish list” or desired behaviors.• Prioritize the list of desired behaviors.• Talk, analyze each behavior.• Teach (not tell the behavior).

MANAGEMENT OF

PHYSICAL ENVIRONMENT

Refers to the organization of the learning environment, supplies, and materials

Organize supplies and materials for activities that occur frequently in most readily available accessible place, and must be governed by the simplest procedure.

Rules must go with territory and insist on respect for them. Expectations regarding beginning and end of class behavior and during interruptions must clearly expressed.

Identify traffic routes and clear the way.

Arrange furniture that will facilitate overall monitoring, making a visual sweep of the room and detecting work problem or social distractions. Teacher’s desk should be in one of the front corners facing the students.

Materials and equipment stations are available in sufficient quantities and are located to minimize congestion in traffic lane.

Bulletin boards and wall spaces are used to display student work and complement current class activities.

Set explicit procedures for getting materials from and returning them to designated classroom locations.

MANAGEMENT OF

ROUTINES

Refers to the established activities or procedures that are repeatedly done.

Establish routine to keep administrative headaches to minimum.

Teach pupils to learn how to form a various grouping and return to standard arrangement with minimum confusion.

Do not use the first few minutes of the class session when students are potentially most alert to instruction to collect materials.

“Overlapping” techniques is used for collection and distribution of materials. It refers to the teacher’s ability to attend to the task a hand and at the same time prevent an extraneous situation from getting out of control.

Prepare for transition by planning distinct types and sequences of teacher-pupil activity.

(e.g.) checking homework assignment, presentation of new material, giving assignment, monitoring seatwork. Transitions should be quick and quiet.